On February 25, 2025, the Youth Employment and Skills – Pan African Coalition for Transformation (YES-PACT) hosted a pivotal learning event titled “Marginalized Groups, Opportunities, and Jobs: A Spotlight on Ghana.” This virtual event brought together policymakers, educators, experts, and representatives of marginalized groups to explore strategies for enhancing employment opportunities for marginalized groups, including women, persons with disabilities, and individuals facing socio-economic challenges.
The session featured distinguished speakers such as Gifty Mensah, Deputy Director and Head of the Career Guidance and Counselling Unit of the Ghana TVET Service; Wedad Sayibu, Director of the School for Life, Tamale, Ghana; Hafiz Sulemana Abubakari, Lecturer at the University for Development Studies, Tamale, Ghana; Earnest Sitshebo, a Principal Materials Production Officer in Zimbabwe’s Ministry of Primary and Secondary Education; and Amadu Ezekiel Koroma, Founder of the Youth Advocacy and Development Organization, Sierra Leone, alongside other key stakeholders from across the continent. The event was inspired by real-life challenges faced by young people in marginalized communities, with an opening video shedding light on the struggles of disadvantaged youth from the northern part of Ghana in accessing basic education and employment. Participants discussed these challenges and aimed to propose actionable solutions.
Mona Iddrisu, Head of Youth Employment and Skills at the African Center for Economic Transformation (ACET), highlighted in her introduction how these delicate issues affect millions across Africa. She emphasized that beyond Ghana, marginalized youth across the continent continue to struggle due to factors such as conflict-driven displacement, financial hardship, and socio-cultural barriers such as early marriage. She introduced YES-PACT as a collaborative initiative funded by the Mastercard Foundation and partnered by several regional think tanks across six African countries: Côte d’Ivoire, Ethiopia, Ghana, Niger, Rwanda, and Uganda. She reiterated the coalition’s mission of bridging the gap between policy and practice to ensure that young people, especially those from disadvantaged backgrounds, gain access to high-quality, inclusive education and employment opportunities. She also noted that while programs like YES-PACT and other interventions have made progress, more work is needed to address the root causes of marginalization and exclusion from economic participation. Her remarks set the stage for the discussion, emphasizing the importance of collective action from policymakers, private sector stakeholders, and development organizations in shaping a future where every young person has the opportunity to thrive.
Redefining career opportunities for marginalized groups: GTVET in focus
In an insightful and thought-provoking presentation, Gifty Mensah of the Ghana Technical and Vocational Education and Training Service (GTVET) explored the evolving role of TVET in Ghana and its impact on career development, particularly for marginalized groups. The session discussed the government’s initiatives, the challenges within career guidance services, and the need for a structured national approach to career counseling and workforce preparedness.
Gifty began by outlining the evolution of TVET in Ghana, explaining that technical and vocational institutions previously operated independently until they were consolidated under the Ghana TVET Service, established through the Pre-Tertiary Education Act, 2020 (Act 1049). This move aimed to create a more unified and effective system for equipping learners with relevant, employable, and entrepreneurial skills. However, she emphasized that simply providing vocational education is not enough; career guidance must be a core component of the training process.
“We cannot talk about economic transformation without addressing the skills gap in our labor market,” she said. “Many young graduates leave school without a clear career path, and this is largely due to the absence of structured career services.”
Gifty highlighted the fragmentation of career guidance in Ghana, stating that while schools have guidance and counseling coordinators, there are no trained career counselors who specialize in helping students plan their career trajectories. This, she argued, has contributed to high unemployment rates and skills mismatches, as students often graduate without a clear understanding of where their education can take them or how to align their skills with job market demands. She also addressed the government’s efforts to bridge this gap, particularly through the Inclusive Career Guidance Framework introduced in 2024. This framework seeks to establish structured career services at all levels of education, ensuring that students receive early and consistent career guidance. However, she pointed out, implementation remains a challenge, particularly in rural and marginalized communities where students have limited access to career information resources. She stressed the importance of ensuring that career services extend beyond the classroom and into real-world applications. She advocated for the creation of dedicated career counseling centers across all TVET institutions, which would allow every student, regardless of background, to access professional career support and make informed decisions about their future.
A key challenge she identified was the disconnect between TVET institutions and industry demand. While Ghana has many TVET institutions, she argued that their curricula are not always aligned with the needs of the labor market, making it difficult for graduates to transition into employment. “We need to ask ourselves: Are the programs we are running in our institutions linked to the industries in our districts? Are we equipping students with the skills that will make them competitive in the job market?” she asked.
She also emphasized the need for employment tracking systems to follow up on graduates after they leave school. She proposed a technology-driven approach that would allow institutions to monitor whether students are securing jobs, starting businesses, or facing employment challenges. By gathering this data, TVET institutions could continuously update their programs to ensure they are producing graduates who meet industry needs.
In her call to action, Gifty urged government agencies, businesses, and non-governmental organizations to collaborate with TVET institutions to expand career opportunities. She stressed the importance of career summits, mentorship programs, and empowerment initiatives that specifically target marginalized communities.
The session concluded with a strong appeal for policy reforms that prioritize structured career services, industry-academia partnerships, and nationwide awareness of career planning. Gifty emphasized that these changes are critical for reducing unemployment, enhancing workforce preparedness, and ensuring that every Ghanaian has access to meaningful career opportunities.
Empowering out-of-school youth: insights on equitable education access
In the discussion on promoting equitable education access in Ghana, Wedad Sayibu, Director of the School for Life and an advocate for educational inclusion, shared valuable insights on how the country’s TVET system can better support out-of-school children and marginalized youth. She was asked:
“How can Ghana’s TVET system be better structured to support out-of-school children and marginalized youth, ensuring that they gain foundational literacy and numeracy skills that lead to sustainable employment? Additionally, could you share insights from your work with the School for Life and how your experience in promoting equitable educational access can help strengthen support for out-of-school systems in the country?”
In response, Wedad highlighted the impact of the School for Life initiative, a program that has been addressing the educational needs of disadvantaged children for the past 30 years. Initially launched by the Ghana government as the Functional Literacy Program, it has since evolved into the Complementary Basic Education (CBE) program, which provides foundational literacy, numeracy, and life skills to prepare children for mainstream education or vocational training.
The CBE program is designed as an isolated learning model targeting children aged 8 to 16, with some older participants included in special cases. Conducted in collaboration with local communities, the program relies on trained volunteer facilitators who teach in the learners’ mother tongue over a nine-month period. The goal is to equip children with essential skills, enabling them to transition into formal schooling. However, as the program evolved, it became clear that not all learners were interested in mainstream education. To address this, the initiative introduced alternative learning pathways, allowing youth to pursue vocational training and entrepreneurial opportunities.
A highlight of Wedad’s discussion was the importance of community involvement in ensuring the success of these educational initiatives. Local communities play a critical role by mobilizing resources, forming support committees, and identifying volunteers to facilitate the learning process. This collaborative approach has not only increased program effectiveness but also strengthened local ownership and sustainability. Beyond children, the initiative also targets out-of-school youth who are not in education, employment, or training (NEET). These young individuals are provided with literacy and numeracy training, life skills development, and business training, enabling them to integrate into the workforce or start their own enterprises. Wedad emphasized the need for vocational training institutions and government agencies to adopt the CBE model, ensuring that functional literacy programs become an integral part of vocational education.
“For out-of-school youth to thrive in vocational training, they first need basic literacy and numeracy skills. That’s why vocational institutions and service providers should consider integrating the CBE model to help bridge this gap,” she urged.
By incorporating literacy and numeracy training into skills development programs, Ghana can better equip its youth for sustainable employment and economic empowerment. Wedad concluded with a strong call for greater collaboration between TVET institutions, policymakers, and community stakeholders to create inclusive and flexible education models. The success of the School for Life demonstrates that with the right support systems in place, out-of-school children and youth can gain the skills needed to build a brighter future.
From forced enrollment to university lecturer
“What are the key barriers you faced in your education journey, and how can initiatives like TVET ensure inclusivity in marginalized communities?”
Hafiz Sulemana Abubakari, Lecturer at the University for Development Studies (UDS), Tamale, Ghana, brought the audience face-to-face with the stark realities of educational exclusion. His journey did not begin with ambition but with obligation – forced into schooling when his family responded to a town crier’s (gongon beater) urgent call: “Every household must send at least one child who has never been to school! This is your chance. Education is coming to our community. Don’t let your children be left behind!” Yet, for many in his village, education was a luxury, a distant world that had little to do with survival. His first classroom was not in a school building. It was in the shade of a neem tree, where he and 24 other children received their first lessons in their mother tongue. But the journey was never smooth. “One girl was sent away for kayayo (head porter work in an urban center). Another was forced into early marriage. These were not just statistics; they were my friends, their dreams cut short by poverty and deeply rooted societal expectations,” he said. Those who remained faced an even steeper battle. Hafiz, like many, struggled with the financial burden of schooling, where the cost of books, uniforms, and even daily meals proved to be as much of a barrier as access itself. “I was willing to learn, but the real struggle was staying in school,” he recalled.
Determined not to let circumstance dictate his future, he found creative ways to support himself – polishing and repairing shoes on weekends to buy school supplies, studying under the dim glow of a lantern after long days of hunger and toil. His perseverance paid off. He became the top Basic Education Certificate Examination (BECE) student in northern Ghana, earning a presidential scholarship that funded his secondary education. From there, he ascended the academic ranks, ultimately becoming a university lecturer. However, as he made clear, his success was not a testament to individual resilience alone – it was the intervention of structured, community-led initiatives that enabled him to stay in school. “Education was not something I eagerly sought. It was something I was forced into,” he admitted. Yet, the opportunity changed the trajectory of his life.
Now an advocate for educational reform, Hafiz calls for urgent expansion of initiatives like the Ghana Education Outcomes Project (GEOP) to ensure that marginalized students are not just enrolled but supported throughout their journey. His story is proof of what can be achieved when financial and structural barriers are removed, but he is quick to stress that personal determination alone is not enough. “Government intervention, sustainable funding, and strategic policies must be put in place to break the cycle of educational exclusion,” he stated. His message was clear: resilience should not be the price of education. It should not take hunger, labor, or luck to make it through school. Education must be deliberate, structured, and accessible, so that no child is forced to choose between survival and learning.
Zimbabwe: policy-driven solutions for keeping students in school
“What policies or initiatives have been effective in Zimbabwe to ensure students from disadvantaged backgrounds not only enroll in TVET programs but also successfully complete them?”
Well-designed government policies and interventions have played a critical role in ensuring students not only enroll in school but also complete their education. This was the strong view of Earnest, a Principal Materials Production Officer in the TVET Section of Zimbabwe’s Ministry of Primary and Secondary Education head office.
He said that one of Zimbabwe’s most impactful initiatives is the Basic Education Assistance Module (BEAM). This program provides financial aid to disadvantaged students, covering tuition fees, exam costs, and other necessary school expenses. The program ensures that students from low-income families do not have to drop out due to financial barriers. However, financial aid alone is not enough. The Zimbabwe Early Warning System was introduced to identify students – particularly girls – at risk of dropping out and intervene before they leave school permanently. “We don’t wait for students to drop out; we step in early to provide support and guidance,” Earnest explained.
The government has also focused on TVET as a viable alternative to traditional schooling. Many students who struggle in the conventional academic system thrive in skills-based training. To strengthen TVET access, Zimbabwe has:
- Expanded scholarships for vocational students.
- Partnered with industries to offer apprenticeships and internships.
- Developed mentorship and career guidance programs to support students throughout their education journey.
Another critical intervention has been the Girls in Science, Technology, Engineering, and Mathematics (STEM) Initiative, designed to encourage young women to pursue careers in STEM fields. Traditionally, these fields have been male dominated, but government policies are now ensuring that girls receive equal opportunities to excel in STEM studies.
Through financial support, mentorship programs, and structured industry partnerships, Zimbabwe has successfully reduced dropout rates and strengthened its TVET sector. The country’s experience demonstrates that systematic policy interventions can have a lasting impact in education accessibility and workforce development.
Leveraging digital technology for inclusive learning
“How can digital platforms and social media be better utilized to promote TVET programs, career guidance, and awareness among young people?”
In an era where digital technology is reshaping education, Sierra Leone is pioneering innovative approaches to reach marginalized youth. Amadou, the founder of Youth Advocacy and Development Organization, shared how digital platforms, particularly social media, have become a lifeline for education accessibility in remote areas.
Recognizing the barriers faced by students in rural Sierra Leone, such as poor infrastructure, financial constraints, and a lack of access to educational resources, his organization has developed a hybrid learning model that combines face-to-face classes with digital instruction. One of the most impactful initiatives has been the creation of WhatsApp-based learning groups, where volunteer teachers deliver lessons directly to students’ mobile phones. “Many students in rural areas simply can’t afford to travel to school every day. By using WhatsApp, we bring education directly to them,” Amadou explained. These groups serve as virtual classrooms, minimizing transportation costs and ensuring that students who would otherwise miss out on learning can access educational content at their convenience.
Beyond mobile phone-based learning, the organization has also launched the Rural Education Renewal Initiative, aimed at assessing and improving the quality of education in vulnerable communities. While the government’s Free Quality Education program offers tuition-free schooling, Amadou’s team found that many students still lacked essential materials such as textbooks, exercise books, and uniforms. In response, his organization mobilized resources to bridge these gaps, ensuring that students not only attended school but also received a meaningful learning experience.
Electricity remains a major challenge in many parts of Sierra Leone, particularly in remote villages where students struggle to study after dark. To address this, the initiative partnered with local businesses to provide solar-powered study lamps, allowing students to continue studying beyond daylight hours.
Amadou also highlighted efforts to empower young women through agribusiness training, leveraging digital platforms to provide education and entrepreneurship skills to women in rural communities. With an estimated 60 percent youth unemployment rate in Sierra Leone, these initiatives aim to equip young people with sustainable livelihood opportunities.
His closing remarks underscored the need for greater investment in rural infrastructure and digital literacy programs. He emphasized that expanding digital access and supporting technology-driven education solutions can be a game changer for marginalized youth across Africa.
Insights from the Q&A session
To ease into the Q&A session, each panelist was asked, “If you had the opportunity to advocate for one key policy or initiative that the government should implement to support young people from disadvantaged backgrounds, what would it be, and why?” Panelists and participants highlighted three key areas for action:
- Strengthening Career Guidance and Support Systems – Speakers emphasized the need for decentralized career advisory centers to provide structured support and guidance at the district level, ensuring equitable access for all students.
- Supporting NEET Youth – Experts advocated a targeted national policy to support young people not in education, employment, or training (NEET). Successful models, such as Zimbabwe’s Early Warning System, were highlighted as effective interventions in identifying and assisting at-risk students before they drop out.
- Boosting Student Motivation – Participants underscored the power of mentorship, alumni engagement, and community-based programs to inspire and equip young people with the confidence and ambition needed for success.
Closing remarks
Eric Saforo, the YES-PACT Ghana lead, called for collaborative action between policymakers, educational institutions, and private sector partners to drive inclusive employment policies. “One key takeaway is the urgent need to strengthen TVET pathways for marginalized groups, equipping them with the necessary skills to transition into productive livelihoods,” he concluded.
The event wrapped up with a call to action, urging governments, development partners, and private sector actors to commit to long-term solutions that prioritize education accessibility, career guidance, and workforce readiness for marginalized youth.
Key insights: writer’s perspective
- Expand industry collaboration – Link TVET institutions with industry players to ensure training aligns with labor market needs.
- Strengthen complementary education programs – Support initiatives like the School for Life that provide alternative education pathways for out-of-school youth.
- Leverage digital platforms – Utilize social media and digital tools to increase access to career guidance and employment opportunities.
Original article from ACET
